CURRICULUM, ASSESSMENT AND REPORTING

EDU3CAR

2018

Credit points: 15

Subject outline

In this subject students use the National Curriculum and AusVELS as the basis for understanding the broad aims and objectives for designing curriculum. These are translated into practical and effective programs to use in the classroom. Students examine the theoretical basis for the variety of types of assessment and reporting which are an integral part of curriculum design. Assessment tools are evaluated for their effectiveness in promoting learning and informing teaching. Emphasis is placed on researching and reflecting on current assessment and reporting practices in Victorian schools.



SchoolSchool of Education

Credit points15

Subject Co-ordinatorGreg Powell

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites EDU2EOE or enrolled in course AZAAE or co-ordinator's approval

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
MediaAustralian Curriculum and Assessment AuthorityRecommendedAustralian Curriculum and Assessment Authority (2015)ACAA
ReadingsTeaching: making a differenceRecommendedChurchill, R. et al (2011)WILEY: QLD
ReadingsVictorian Curriculum and Assessment AuthorityPrescribedVCAA (2015)VCAA
MediaAusVELSPrescribedDE&T (2015) http://curriculumplanning.vcaa.vic.edu.au/DE&T
MediaAssessment For LearningRecommendedCurriculum Services Australia (2014)Curriculum Services Australia
Discipline SpecificAssessment and Reporting: Celebrating Student Achievement (4th Ed)PrescribedLaurie BRADY and Kerry KENNEDY (2012)Pearson Australia

Graduate capabilities & intended learning outcomes

01. Demonstrate an understanding of the variety of ways of responding to student work, using a variety of assessment styles.

Activities:
Understandings associated with FORMATIVE and SUMMATIVE assessments. Individual Task specifically aligned to testing of students using specific test (eg Naplan). Analysing and interpreting data. Monitoring and Evaluation.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Explain the philosophical and psychological issues involved in assessment of students' work

Activities:
Meeting the Diverse Learning Needs of Students
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

03. Critically evaluate the different purposes of assessment and the role of the teacher in the assessment process.

Activities:
Model for student learning: this model provides a way of thinking about student learning that links standards, pedagogy and assessment. The school strategic planning process provides a structure for clarifying the educative purpose and values that anchor school decision-making. The Principles of Learning and Teaching (POLT) P - 12 are six explicit statements that capture the essence of effective learning and teaching and provide a basis for teachers to review and develop teaching practices.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

04. Apply the aims and objectives of the National Curriculum to design practical, detailed curriculum for use in the classroom.

Activities:
Knowledge of AusVELS and the National Curriculum. Lesson Planning structure.
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

05. Demonstrate knowledge of current practices of assessment and reporting in Victorian schools

Activities:
Whole School Planning: Team Planning and Individual Planning in Victorian schools. (Yearly, Term and Weekly, Daily Planning)
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Personal and Professional Skills (Autonomy and independence,Ethical behaviour,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

Subject options

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Start date between: and    Key dates

Melbourne, 2018, Semester 1, Day

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorGreg Powell

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Tutorial Week: 10 - 22
One 2.0 hours tutorial per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Essay (2000-words equivalent): What is the role of assessment in teaching and learning? DiscussBased on set Rubric with APA Referencing applying50 01, 02, 03, 04, 05
Reflective report on assessing students personally (2,000 words equivalent)Based on Rubric50 01, 02, 03, 04, 05